Technology-enhanced education is becoming an increasingly important part of higher and professional education. Web-based course management tools such as WebCT (Web Course Tools) are the latest wave of technology-based pedagogical tools. The question is whether certain groups of students, in particular, nontraditional students, are disadvantaged when these tools are used for teaching and learning.
Method
This study reports on a survey of39 social work students’ satisfaction with and perception of impact of WebCT in social work education.
Results
All students found course materials on the course Web site helpful. Graduate and nontraditional students reported greater utility of the course management tools. Nontraditional students were not disadvantaged by, and preferred access to, Web-based courses.
Conclusions
Web-based and Web-enhanced courses hold promise for accommodating the needs of nontraditional students in social work education.
Educom Review Staff. (1994, November/December). Transforming and Preserving Education: Traditional Values in Question. Panelists: J. Kernan, A. November, S. Papert, J. Grillos, B. Gifford, C. Stout, & D. Niguidula. Volume 29, Number 6 [Online]. Available: http://educom.edu/Web/pubs/review/reviewArticles/29636.html.
3.
FennemaE., & ShermanJ. A. (1976a). Fennema-Sherman Mathematics Attitudes Scales: Instruments Designed to Measure Attitudes Toward the Learning of Mathematics by Females and Males.Journal for Research in Mathematics Education, 7, 324–326.
4.
FennemaE., & ShermanJ. A. (1976b, February). Sex-Related Differences in Mathematics Learning: Myths, Realities and Related Factors. Paper presented at the annual meeting of the American Association for the Advancement of Science, Boston, MA. (ERIC Document Reproduction Service No. ED 129 633)
5.
FennemaE., & ShermanJ. A. (1977a). Sex-Related Differences in Mathematics Achievement, Spatial Visualization and Affective Factors.American Educational Research Journal, 14, 51–71.
6.
FennemaE., & ShermanJ. A. (1977b). Sexual Stereotyping and Mathematics Learning.Arithmetic Teacher, 24, 369–372.
7.
National Center for Education Statistics (NCES), U.S. Department of Education. (1998a). Access, participation, and progress. National assessment of educational progress, almanac: writing, 1984 to 1996 [Online]. Available: http://nces.cd.gov/pubs98/condition98/c9803a01.html.
8.
National Center for Education Statistics (NCES), U.S. Department of Education. (1998b). Climate and diversity of educational institutions. 1995-96 national postsecondary student aid study [Online]. Available: http://nces.ed.gov/pubs98/condition98/c9852a01.html.
9.
National Center for Education Statistics (NCES), U.S. Department of Education. (1998c). Organization and management of educational institutions. Postsecondary faculty instructional methods. National study of postsecondary faculty [Online]. Available: http://nces.ed.gov/pubs98/condition98/c9841a0l.html.
10.
National Council of Teachers of Mathematics. (1980). An agenda for action: Recommendations for school mathematics of the 1980's.Arithmetic Teacher, 28(1), 49–54.
11.
OlligesR. H.Jr. (1988). Effects of geometry for teachers on attitudes toward mathematics and anxiety over mathematics.Dissertation Abstracts International, 50(04), 893A. (Microfilm No. AAI89-11485).
ShermanJ. A., & FennemaE. (1977). The study of mathematics by high school girls and boys: Related variables.American Educational Research Journal, 14, 159–168.
15.
ShermanJ. A., and FennemaE. (1978). Distribution of spatial visualization and mathematical problem solving scores: A test of Stafford's x-linked hypotheses.Psychology of Women Quarterly, 3, 57–67.
16.
SiegelE., JenningsJ. G., ConklinJ., & Napoletano FlynnS. A. (1998). Distance learning in social work education: Results and implications of a national survey.Journal of Social Work Education, 34, 71–80.
17.
ThyerB. A., ArteltT., MarkwardM. K., & DozierC. D. (1998). Evaluating distance learning in social work education: A replication study.Journal of Social Work Education, 34, 291–295.
18.
ThyerB. A., PolkG., & GaudinJ. G. (1997). Distance learning in social work education: A preliminary evaluation.Journal of Social Work Education, 33, 363–367.
19.
TobiasS. (1978). Overcoming math anxiety.New York: Norton.
20.
WernetS. P., & OlligesR. H. (1998). The application of WebCT (Web course tools) in social work education.Proceedings of the Second Annual Information Technologies for Social Work Education and Practice (p. 304–310). Columbia: University of South Carolina Press.
